The lack of any programming training experience for small students provoked a number of pedagogical experiments in this area. The general conclusion is that training for 10-11 year olds should be based on solving learning tasks. Their proper selection, structuring and matching is an extremely important activity that contributes to a more effective and qualitative implementation of the objectives of computer programming training. This article is devoted to the tasks of computer programming training. It discusses different classifications of tasks adapted to the specifics of computer programming curricula for 10-11 year olds. Particular attention is paid to the classification of the tasks, according to the curriculum content of the study of a specific learning topic "Constructing consecutive actions". Specific tasks are described to assist teachers in teaching the curriculum.